facilitative skills for adaptive leaders
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Facilitative Skills for Adaptive Leaders
Agenda• Introduction• Characteristics of Effective Facilitation• Components of Effective Facilitation
– Active Listening– Listening Blocks– Asking Good Questions
• Managing Tension
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
OBJECTIVESAfter completing this training segment, participantswill be able to:
describe the leader’s responsibility for utilizing facilitative skills within responsibilities of adaptive leadership
determine the importance of utilizing facilitative skills.
identify strategies for facilitating communication. determine strategies for managing tension and
regulating distress
Characteristics of Effective Facilitation in Adaptive Leadership
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Qualities of Effective Facilitation• environment allows participants to get to know
and feel comfortable with each other.• all participants are encouraged to actively
contribute their opinions and ideas - no domination of a few voices
• participants are supported in developing their own solutions rather than having solutions fed to them
• discussions are kept on track to achieve the meeting’s purpose.
• the leader steps back when participants begin to “own” the process and start facilitating their own discussions and solutions
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Basics for Effective Facilitation• A common focus on the content (purpose).• A common focus on the process (how we will go
about this).• Someone responsible for maintaining an open and
balanced flow of ideas and suggestions among all attendees.
• Someone responsible for keeping attendees’ contributions from being prematurely evaluated or attacked.
source: American Heart Association ‘Get with the Guidelines - tips for facilitating effective discussion’
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Sockalingam, S. (2012) adapted from Facilitative Leadership Styles http://www.facilitativeleader.com/frset_fl.htm
Facilitative Skills in Adaptive Leadership
Assumes Knows Seeks Relies On
Components of Facilitative Skills in Adaptive Leadership
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Tips for effectively facilitating discussions
• Understand your audience• Understand group process• Encouraging participation• Managing participation• Helping groups to prioritize• Understanding and moving towards consensus• Resolving differences• Handling distracting behaviorssource: American Heart Association ‘Get with the Guidelines - tips for facilitating effective discussion’
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
An idealized approach to dialogue and decision-making
source: Kaner, S (2007) Facilitator’s guide to Participatory Decision-Making
DecisionPoint
NewTopic
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
How communication often works
source: Kaner, S (2007) Facilitator’s guide to Participatory Decision-Making
NewTopic
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
The Temptation to stay in the comfort zone
source: Kaner, S (2007) Facilitator’s guide to Participatory Decision-Making
NewTopic
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Leading through Distress
source: Kaner, S (2007) Facilitator’s guide to Participatory Decision-Making
DecisionPoint
NewTopic
Active Listening
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Active Listening Steps• Face the person• Indicate an open posture• Lean towards the sender• Maintain eye• Relax while attending• Minimize internal and external distractions• Keep an open mind• Engage yourselfSockalingam, S. (2010) Effective Communication: Adapted from http://www.taftcollege.edu/lrc/class/assignments/actlisten.html
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Becoming an Active Listener
• Pay Attention• Show that you are listening• Provide Feedback• Defer Judgment• Respond Appropriately
Sockalingam, S. (2010) Effective Communication adapted from http://www.mindtools.com/CommSkll/ActiveListening.htm/
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
WA I T
hym
alking?
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
How We Listen
IN AN 8 HOUR WORKDAY:YOU SPEND ABOUT 4 HOURS LISTENING
YOU HEAR ABOUT 2 HOURS WORTHYOU ACTUALLY LISTEN TO 1 HOURS WORTH
YOU UNDERSTAND 30 MINUTES OF THAT HOURYOU BELIEVE ONLY 15 MINUTES WORTH; AND
YOU REMEMBER JUST UNDER 8 MINUTES WORTH
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Listening Blocks• Comparing• Mind Reading• Rehearsing• Filtering• Judging• Daydreaming• Advising• Sparring
• Being Right• Derailing• Placating• Denying• Rationalizing• Nitpicking• Identifying
Sockalingam, S. (2010) Effective Communication. Adapted from: http://EzineArticles.com/356668, and Communicating for Results by People Developing. Com, ChangeMatrix, LLC, NV
Asking Good Questions
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
I have a dilemma…
Source: The Collaboration Lab (2011)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
The Power of Questions• What we ask, how we ask it, the spirit with
which we ask, all invite certain responses and discourage others.
• The very act of asking questions influences people. Acts of asking and answering alter experiences and generate experiences.
• Questions have the power to shape meanings and restrict or expand possibilities for action.
Source: The Collaboration Lab (2011)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Intentional Inquiry
• Is intentional and purposeful• Is born of genuine curiosity.• Causes both the inquirer and the
responder to “ponder.”• Broadens the range and opportunity for
response.• Creates openings rather than closings.
Source: The Collaboration Lab (2011)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Crafting Intentional Questions• What work do I want this question to do?• What kinds of responses might this question
invite? Restrain?• Is this question likely to stimulate fresh thinking?• Do I have an answer in mind?• Are my own assumptions imbedded in this
question?
Source: The Collaboration Lab (2011)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Types of questions
• Broadening • Clarifying• Explaining• Exploring
• Challenging• Brainstorming• Consequential
Source: The Collaboration Lab (2011)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Another dilemma• One person presents a dilemma to the group• One person records the Questions• Remaining people at the table ask questions• Person with dilemma does not answer questions• After a round of questions, person with dilemma
goes through the list of questions and describes the effect of each question.
Source: adapted from The Collaboration Lab (2011)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Reflection: Are you a Facilitative Leader in Adaptive Work?
• Complete the questionnaire of 10 signs• Identify the frequency of each item
• 1 = never• 2 = sometimes• 3 = half the time• 4 = more often than not• 5 = always
• Total the score
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